I’m a qualified teacher, examiner, tutor, and published study-guide writer with a BA in English Literature and two Master’s degrees in English Literature and American Literature from the University of Leeds. During my time at Leeds, I worked as a writing mentor and later taught American Literature, which gave me a strong foundation in helping students develop clear, precise, and confident academic writing.

For the past six years, I’ve worked one-to-one with students from GCSE to A-Level, both privately and in my local community. I also work as an examiner for English and Media Studies, so I understand what exam boards expect and where students often lose marks.

Alongside tutoring, I write and publish study guides and annotated texts. This means my teaching is closely aligned with exam standards, mark schemes, and the practical demands students face in assessments.

I have six years’ experience tutoring students across GCSE and A-Level English, as well as experience teaching American Literature at university level. I have supported students with English Literature, English Language, essay writing, unseen analysis, poetry, set texts, Media Studies, and exam technique.

My work as an examiner gives me a clear understanding of assessment criteria and the difference between a reasonable answer and a high-mark answer. I use this knowledge in lessons to help students improve structure, analysis, timing and confidence.

My recent students have achieved between a C and an A*, with most improving by at least one grade, often more with consistent sessions. Just as importantly, students become more confident in how to approach English. They learn what to do, how to do it, and why it works.

My approach is structured and tailored to the student. Most students do not struggle in English because they lack ideas. They struggle because they have not been taught a reliable method. They are often given content, but not shown how to approach the subject.

I focus on teaching students how to structure answers, meet mark schemes consistently, analyse texts effectively and write under timed conditions. Some students need to rebuild confidence; others need to push into the highest grades. I adapt the lesson depending on the student’s needs.

Each session follows a clear structure. We begin with a short starter task to get the student thinking straight away. I then teach one key skill, model what a strong answer looks like, practise it with the student, and move into independent work so they can apply the skill with confidence.

I create interactive PowerPoints to teach specific skills and ideas. These resources act as a springboard for practice, and I annotate and adapt them during the lesson to suit the individual student. After each session, I send the edited version so the student has clear feedback and a personalised revision resource.

Students receive direct feedback during the session and improve their work there and then. The aim is always visible progress: clearer writing, stronger structure, better exam technique, and greater confidence.